The impacts of service-learning on attitudes toward social participation: The case of the Koudoukan Project at the Hiroshima University of Economics
Mitsuru Kimura, Graduate School of Interdisciplinary Information Studies, The University of Tokyo [m.kimura@kimuramitsu.ru]
Jun Nakahara, Associate Professor, Center for Research and Development of Higher Education, The University of Tokyo [jun@nakaharalab.net]
Keywords: Social participation, citizenship, civic duty, Japan, role of instructors
Summary
This study examines the impact of service-learning on attitudes toward social participation. A longitudinal questionnaire survey was conducted among service-learning participants and others at the Hiroshima University of Economics. As a result, participants acquired a sense of social effectiveness, and supports from the teacher(s) were effective on students’ learning.
According to the Central Council for Education report: The Future of Higher Education in Japan, the mission of higher education in Japan is to develop citizens who acquire not only expertise in their major but also broad culture, civic responsibility, and morality, and qualities to sustain and actively improve society (Central Council for Education, 2005). Thus, for higher education in Japan, it is critical to develop citizens who actively sustain and improve society. Responding to this report, many educational institutions have developed new pedagogies and have engaged their students in experiential education such as service-learning and volunteer activities.
This study examines how students learn citizenship through a service-learning program. There are as many definitions of citizenship as there are scholars and practitioners. In this study, attitudes toward social participation are proposed as one of the concepts of citizenship. The purpose of this study is to examine what kind of activities in service-learning are more effective on attitudes toward social participation. Service-learning produces the best outcomes when meaningful service activities are related to course material through reflection activities such as directed writings, group discussions, and presentations (Bringle & Hatcher, 1996, p.153).
The study found that service-learning experiences do not automatically foster attitudes toward social participation. Reflection, “the intentional consideration of experience in light of particular learning objectives” (Hatcher & Bringle, 1997), is one of the most important factors in service-learning. Hatcher and Bringle (1997) refer to the role of teachers and instructors in reflecting on experiences and bridging the gap between service and learning. The findings in this study empirically support the importance of the role of teachers and instructors in service-learning.
References
Bobek, D. L., Zaff, J., Li, Y., & Lerner, R. M. (2009). Cognitive, emotional, and behavioral components of civic action: Towards an integrated measure of civic engagement. Journal of Applied Developmental Psychology, 30(5), 615–627.
Bringle, R. G., & Hatcher, J. A. (1996). Implementing service learning in higher education. The Journal of Higher Education, 67(2), 221–239.
Eyler, J., & Giles, D. (1999). Where’s the learning in service-learning? San Francisco, CA: Jossey-Bass.
Hatcher, J. A., & Bringle, R. G. (1997). Reflection: Bridging the gap between service and learning. College Teaching, 45(4), 153–158.
Wada, M., & Kuze, T. (1990). Modern adolescents' social consciousness: Its relations to some personality traits. Bulletin of the Faculty of Education. The Department of Educational Psychology, 37, 23–30.
To access materials from this session please click on the file link(s) below:
The impacts of service-learning on attitudes toward social participation: The case of the Koudoukan Project at the Hiroshima University of Economics
Mitsuru Kimura, Graduate School of Interdisciplinary Information Studies, The University of Tokyo [m.kimura@kimuramitsu.ru]
Jun Nakahara, Associate Professor, Center for Research and Development of Higher Education, The University of Tokyo [jun@nakaharalab.net]
Keywords: Social participation, citizenship, civic duty, Japan, role of instructors
Conference Track: Higher education student outcomes
Format: Research/Scholarly paper
Summary
This study examines the impact of service-learning on attitudes toward social participation. A longitudinal questionnaire survey was conducted among service-learning participants and others at the Hiroshima University of Economics. As a result, participants acquired a sense of social effectiveness, and supports from the teacher(s) were effective on students’ learning.
According to the Central Council for Education report: The Future of Higher Education in Japan, the mission of higher education in Japan is to develop citizens who acquire not only expertise in their major but also broad culture, civic responsibility, and morality, and qualities to sustain and actively improve society (Central Council for Education, 2005). Thus, for higher education in Japan, it is critical to develop citizens who actively sustain and improve society. Responding to this report, many educational institutions have developed new pedagogies and have engaged their students in experiential education such as service-learning and volunteer activities.
This study examines how students learn citizenship through a service-learning program. There are as many definitions of citizenship as there are scholars and practitioners. In this study, attitudes toward social participation are proposed as one of the concepts of citizenship. The purpose of this study is to examine what kind of activities in service-learning are more effective on attitudes toward social participation. Service-learning produces the best outcomes when meaningful service activities are related to course material through reflection activities such as directed writings, group discussions, and presentations (Bringle & Hatcher, 1996, p.153).
The study found that service-learning experiences do not automatically foster attitudes toward social participation. Reflection, “the intentional consideration of experience in light of particular learning objectives” (Hatcher & Bringle, 1997), is one of the most important factors in service-learning. Hatcher and Bringle (1997) refer to the role of teachers and instructors in reflecting on experiences and bridging the gap between service and learning. The findings in this study empirically support the importance of the role of teachers and instructors in service-learning.
References
Bobek, D. L., Zaff, J., Li, Y., & Lerner, R. M. (2009). Cognitive, emotional, and behavioral components of civic action: Towards an integrated measure of civic engagement. Journal of Applied Developmental Psychology, 30(5), 615–627.
Bringle, R. G., & Hatcher, J. A. (1996). Implementing service learning in higher education. The Journal of Higher Education, 67(2), 221–239.
Central Council for Education (2005). Report: The future of higher education in Japan. Retrieved from http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/05013101/pdf/001.pdf
Eyler, J., & Giles, D. (1999). Where’s the learning in service-learning? San Francisco, CA: Jossey-Bass.
Hatcher, J. A., & Bringle, R. G. (1997). Reflection: Bridging the gap between service and learning. College Teaching, 45(4), 153–158.
Wada, M., & Kuze, T. (1990). Modern adolescents' social consciousness: Its relations to some personality traits. Bulletin of the Faculty of Education. The Department of Educational Psychology, 37, 23–30.
To access materials from this session please click on the file link(s) below: